Outline

Overview

This unit of study provides an introduction to design thinking and its application in a human-centred design process. Students carry out a semester-long project that follows the typical phases of an iterative design process; consisting of user-centred research, ideation, prototyping and evaluation. Hands-on tutorial exercises develop their experience in appropriately applying design thinking methods, against the theoretical background offered by lectures. Students will learn to build empathy with users, identify the problem space, develop design concepts driven by user needs, and persuasively communicate design proposals using visual storytelling.

Unit details and rules

Academic unit	Design Lab
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	DECO1006
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Adrian Wong, adrian.w@sydney.edu.au
Lecturer(s)	Adrian Wong, adrian.w@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Design concept proposal Individual	35%	STUVAC Due date: 11 Jun 2023 at 23:59	15-20 pages
Outcomes assessed:
Assignment	Design thinking method Individual	30%	Week 05 Due date: 26 Mar 2023 at 23:59	1-1.5 minute video
Outcomes assessed:
Assignment	Conducting interviews Individual	35%	Week 09 Due date: 30 Apr 2023 at 23:59	10-15 pages
Outcomes assessed:

Assessment summary

Assignment 1 - Design thinking method

The aim of this assignment is to further develop your knowledge and understanding of human-centred design methods. Working individually students will research one design thinking method (from the textbook - Design. Think. Make. Break. Repeat. A Handbook of Methods) and find two examples online that strongly demonstrate the use of that method. The case study will be presented as a 1-1.5 minute video presentation that clearly outlines the design thinking method researched, and how each example illustrates it.

Assignment 2 - Conducting interviews

The aim of this assignment is to acquire practical skills in user research in response to a given design brief. The first step of any design project is to develop an informed understanding of the design problem, through human-centred research. This sets up the foundation that is needed to ensure that your creative work will be a genuine response to the needs of the people who you are designing for.

The interview is a common technique for learning about the current practices of potential users, that can provide insight into user needs, motivations, values and issues. Working individually students will develop a set of interview questions, conduct interviews with 3-5 people, analyse the interview data using affinity diagramming, and reflect upon the results and process.

Assignment 3 - Design concept proposal

The aim of this assignment is to develop your ideation and conceptual design skills. Working individually students will follow a human-centred design process to iteratively develop, prototype and evaluate a design proposal that meets a design brief. The proposal is to be documented using visual communication and storytelling techniques, with an accompanying design rationale and reflection.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Work of outstanding quality, demonstrating mastery of the learning outcomes assessed. The work shows significant innovation, experimentation, critical analysis, synthesis, insight, creativity, and/or exceptional skill.
Distinction	75 - 84	Work of excellent quality, demonstrating a sound grasp of the learning outcomes assessed. The work shows innovation, experimentation, critical analysis, synthesis, insight, creativity, and/or superior skill.
Credit	65 - 74	Work of good quality, demonstrating more than satisfactory achievement of the learning outcomes assessed, or work of excellent quality for a majority of the learning outcomes assessed.
Pass	50 - 64	Work demonstrating satisfactory achievement of the learning outcomes assessed.
Fail	0 - 49	Work that does not demonstrate satisfactory achievement of one or more of the learning outcomes assessed.

These grade ranges have been translated into detailed rubrics for every assessment, which can be accessed by clicking on the assessment in canvas.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date: Deduction of 5% of the maximum mark for each calendar day after the due date. After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to design	Lecture (1 hr)
Week 01	The designer mindset	Tutorial (2 hr)
Week 02	Visual thinking	Lecture (1 hr)
Week 02	Sketching and Sketch-noting	Tutorial (2 hr)
Week 03	User research part 1	Lecture (1 hr)
Week 03	Understanding context: observation and immersion	Tutorial (2 hr)
Week 04	User research part 2	Lecture (1 hr)
Week 04	Interviews	Tutorial (2 hr)
Week 05	Data synthesis. Representing users	Lecture (1 hr)
Week 05	Affinity diagramming	Tutorial (2 hr)
Week 06	Design as a process: iterative, exploratory	Lecture (1 hr)
Week 06	Sharing and peer critique of Assignment 1	Tutorial (2 hr)
Week 07	Generating ideas part 1	Lecture (1 hr)
Week 07	Ideation	Tutorial (2 hr)
Week 08	Generating ideas part 2	Lecture (1 hr)
Week 08	Visual storytelling	Tutorial (2 hr)
Week 09	Prototyping	Lecture (1 hr)
Week 09	Experience prototyping	Tutorial (2 hr)
Week 10	Open forum	Lecture (1 hr)
Week 10	Low fidelity prototyping	Tutorial (2 hr)
Week 11	User evaluation	Lecture (1 hr)
Week 11	Think-aloud protocol	Tutorial (2 hr)
Week 12	Responsible design. Ethical critique.	Lecture (1 hr)
Week 12	Design evaluation with ethical critique	Tutorial (2 hr)
Week 13	Future of design	Lecture (1 hr)
Week 13	USS feedback. Write a postcard to the future	Tutorial (2 hr)

Attendance and class requirements

Students are expected to attend 90% of timetabled activities, as per the school resolutions, unless granted exemption by the Head of School and Dean, Associate Dean Education or relevant Unit Coordinator.

The Head of School and Dean, Associate Dean Education or relevant Unit Coordinator may determine that a student fails because of inadequate attendance.

https://www.sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2022/542&RendNum=0

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

The unit will make use of the following textbook in tutorials and the assessment.

Tomitsch, M., Borthwick, M., Ahmadpour, N., Cooper, C., Frawley, J., Hepburn, L.A., Kocaballi, A.B., Loke, L., Núñez-Pacheco, C., ‎ Straker, K., ‎Wrigley, C. (2021). Design. Think. Make. Break. Repeat. A Handbook of Methods (revised edition). BIS Publishers, Amsterdam, The Netherlands.

Students can purchase a hardcopy or e-book version.

http://designthinkmakebreakrepeat.com/buy/

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. appreciate the principles and methodology of the human-centred design approach
LO2. engage in contextual inquiry to identify the need for a design
LO3. show imagination and competence in design ideation
LO4. communicate ideas and concepts visually
LO5. evaluate design ideas and proposals from the user perspective
LO6. reflect upon and critique design proposals from ethical principles

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

The timeframes to complete formative feedback tasks throughout semester and additional formative tasks have been lengthened based on student feedback.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

DECO2016: Design Thinking

Semester 1, 2023 [Normal day] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect